February 19, 2024Language and EducationOpen Access

Investment, linguistic capital and identity in Chinese university students’ EMI experience

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Chinese students in English medium instruction embrace disciplinary and national identities, but they refrain from envisioning future participation in global professional settings.
Data retrieved from a top Beijing university show that participants devalue translanguaging resources, while viewing English monolingualism as the primary linguistic capital.
Applying Norton and Darvin's investment theory highlights pervasive language ideologies, underscoring calls for critical language awareness during higher education EMI implementation.

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Implication

Institutional data analysis demonstrates restricted international identity adoption in Chinese university students, highlighting the need for critical language awareness.

Cite This Study

Ying et al. (2024) studied this question.

synapsesocial.com/papers/68e78950b6db6435876fb901 https://doi.org/10.1080/09500782.2024.2314136

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Implication

Institutional data analysis demonstrates restricted international identity adoption in Chinese university students, highlighting the need for critical language awareness.

Investment, linguistic capital and identity in Chinese university students’ EMI experience

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Cite This Study

Investment, linguistic capital and identity in Chinese university students’ EMI experience

Key Points

Discussion

Implication

Cite This Study

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